Cambridge ielts 2 Examination papers from the

X

L I S T E N I N G

X

S E C T I O N   1

Questions 1–10

Questions 1–5

Complete the form below.

Write NO MORE THAN ONE WORD OR A NUMBER for each answer.

7

VIDEO LIBRARY

APPLICATION FORM

Example

Answer

Surname:

Jones

First names:

Louise Cynthia

Address:

Apartment 1, 72 (1) ..................................... Street

Highbridge

Post code:

(2) ........................................................

Telephone:

9835 6712 (home)

(3) .............................. (work)

Driver’s

licence number:

(4) ...............................................

Date of birth:

Day: 25th Month: (5) ....................Year: 1977

---

Questions 6–8

Circle THREE letters A–F.

What types of films does Louise like?

A

Action

B

Comedies

C

Musicals

D

Romance

E

Westerns

F

Wildlife

Questions 9 and 10

Write NO MORE THAN THREE WORDS for each answer.

9

How much does it cost to join the library?

………………………………………………

10

When will Louise’s card be ready?

………………………………………………

Test 1

8

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S E C T I O N   2

Questions 11–20

Questions 11–13

Complete the notes below

Write NO MORE THAN THREE WORDS for each answer.

Questions 14 and 15

Circle the correct letters A–C.

14

What took the group by surprise?

A

the amount of rain

B

the number of possible routes

C

the length of the journey

15

How did Charles feel about having to change routes?

A

He reluctantly accepted it.

B

He was irritated by the diversion.

C

It made no difference to his enjoyment.

Questions 16–18

Circle THREE letters A–F.

What does Charles say about his friends?

A

He met them at one stage on the trip.

B

They kept all their meeting arrangements.

C

One of them helped arrange the transport.

D

One of them owned the hotel they stayed in.

E

Some of them travelled with him.

F

Only one group lasted the 96 days.

Listening

9

Expedition Across Attora Mountains

Leader:

Charles Owen

Prepared a

(11) ...................................................................... for the trip

Total length of trip

(12) ......................................................................

Climbed highest peak in (13) ......................................................................

---

Questions 19 and 20

Circle TWO letters A–E.

What does Charles say about the donkeys?

A

He rode them when he was tired.

B

He named them after places.

C

One of them died.

D

They behaved unpredictably.

E

They were very small.

Test 1

10

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S E C T I O N   3

Questions 21–30

Questions 21–25

Complete the table below.

Write NO MORE THAN THREE WORDS for each answer.

Questions 26–30

Write NO MORE THAN THREE WORDS for each answer.

26

What is Jane’s study strategy in lectures?

………………………………………………

27

What is Tim’s study strategy for reading?

………………………………………………

28

What is the subject of Tim’s first lecture?

………………………………………………

29

What is the title of Tim’s first essay?

………………………………………………

30

What is the subject of Jane’s first essay?

………………………………………………

Listening

11

TIM

JANE

Day of arrival

Sunday

(21) .................................

Subject

History

(22) .................................

Number of books to read

(23) ..................................

(24) .................................

Day of first lecture

Tuesday

(25) .................................

---

SECTION 4

Questions 31–40

Questions 31–35

Complete the table below.

Write NO MORE THAN THREE WORDS for each answer.

Test 1

12

Type of course:

Course

duration and level

Entry requirements

Example

Physical Fitness Instructor

Six-month certificate

None

Sports Administrator

(31) .....................................

(32) ....................................

(31) 

.....................................

in sports administration

Sports Psychologist

(33) .....................................

Degree in psychology

(31) 

.....................................

Physical Education 

Four-year degree in

(34) ....................................

Teacher

education

(34) 

....................................

Recreation Officer

(35) .....................................

None

(31) 

.....................................

---

Questions 36–40

Complete the table below.

Write the appropriate letters A–G against Questions 36–40.

Listening

13

Job

Main role

Physical Fitness Instructor

(36) ................

Sports Administrator

(37) ................

Sports Psychologist

(38) ................

Physical Education Teacher

(39) ................

Recreation Officer

(40) ................

MAIN ROLES

A

the coaching of teams

B

the support of elite athletes

C

guidance of ordinary individuals

D

community health

E

the treatment of injuries

F

arranging matches and venues

G

the rounded development of children

---

X

R E A D I N G

X

R E A D I N G   PA S S AG E   1

You should spend about 20 minutes on Questions 1–13 which are based on Reading Passage 1

below.

Test 1

14

River deltas are difficult places

for map makers. The river

builds them up, the sea wears

them down; their outlines are

always changing. The changes

in China’s Pearl River delta,

however, are more dramatic

than these natural fluctuations.

An island six kilometres long

and with a total area of 1248

hectares is being created there.

And the civil engineers are as

interested in performance as in

speed and size. This is a bit of

the delta that they want to

endure.

The new island of Chek Lap

Kok, the site of Hong Kong’s

new airport, is 83% complete.

The

giant

dumper

trucks

rumbling across it will have

finished their job by the middle

of this year and the airport

itself will be built at a similarly

breakneck pace.

As Chek Lap Kok rises,

however, another new Asian

island is sinking back into the

sea. This is a 520-hectare island

built in Osaka Bay, Japan, that

serves as the platform for the

new Kansai airport. Chek Lap

Kok was built in a different

way, and thus hopes to avoid

the same sinking fate.

The usual way to reclaim

land is to pile sand rock on to

the seabed. When the seabed

oozes with mud, this is rather

like placing a textbook on a wet

sponge: the weight squeezes the

water out, causing both water

and sponge to settle lower. The

settlement

is

rarely

even:

different parts sink at different

rates. So buildings, pipes, roads

and so on tend to buckle and

crack. You can engineer around

these problems, or you can

engineer them out. Kansai took

the

first

approach;

Chek

Lap Kok is taking the second.

The differences are both

political and geological. Kansai

was supposed to be built just

one kilometre offshore, where

the

seabed

is

quite

solid.

Fishermen protested, and the

site was shifted a further five

kilometres. That put it in

deeper

water

(around

20

metres) and above a seabed that

consisted of 20 metres of soft

alluvial silt and mud deposits.

Worse, below it was a not-very-

firm glacial deposit hundreds of

metres thick.

The

Kansai

builders

recognised that settlement was

inevitable. Sand was driven into

the seabed to strengthen it

before the landfill was piled on

top, in an attempt to slow the

process; but this has not been as

effective as had been hoped. To

cope with settlement, Kansai’s

giant terminal is supported on

900 pillars. Each of them can

be

individually

jacked

up,

allowing wedges to be added

underneath. That is meant to

keep the building level. But it

could be a tricky task.

Conditions are different at

Chek Lap Kok. There was

some land there to begin with,

the original little island of

Chek Lap Kok and a smaller

outcrop

called

Lam

Chau.

Between

them,

these

two

outcrops of hard, weathered

granite make up a quarter of

the new island’s surface area.

Unfortunately,

between

the

islands there was a layer of soft

mud, 27 metres thick in places.

According

to

Frans

Uiterwijk, a Dutchman who is

the

project’s

reclamation

director, it would have been

possible to leave this mud

below the reclaimed land, and

to deal with the resulting

settlement

by

the

Kansai

method. But the consortium

AIRPORTS ON WATER

---

Reading

15

that won the contract for the

island

opted

for

a

more

aggressive

approach.

It

assembled the world’s largest

fleet of dredgers, which sucked

up 150m cubic metres of clay

and mud and dumped it in

deeper waters. At the same

time, sand was dredged from

the waters and piled on top of

the layer of stiff clay that the

massive dredging had laid bare.

Nor was the sand the only

thing used. The original granite

island which had hills up to 120

metres high was drilled and

blasted into boulders no bigger

than two metres in diameter.

This

provided

70m

cubic

metres of granite to add to the

island’s foundations. Because

the heap of boulders does not

fill the space perfectly, this

represents the equivalent of

105m cubic metres of landfill.

Most of the rock will become

the

foundations

for

the

airport’s

runways

and

its

taxiways. The sand dredged

from the waters will also be

used to provide a two-metre

capping layer over the granite

platform. This makes it easier

for utilities to dig trenches –

granite is unyielding stuff. Most

of the terminal buildings will

be placed above the site of the

existing island. Only a limited

amount

of

pile-driving

is

needed to support building

foundations above softer areas.

The completed island will be

six to seven metres above sea

level. In all, 350m cubic metres

of material will have been

moved. And much of it, like the

overloads, has to be moved

several times before reaching its

final resting place. For example,

there has to be a motorway

capable of carrying 150-tonne

dump-trucks; and there has to

be a raised area for the 15,000

construction workers. These

are temporary; they will be

removed when the airport is

finished.

The airport, though, is here

to stay. To protect it, the new

coastline is being bolstered

with

a

formidable

twelve

kilometres of sea defences. The

brunt of a typhoon will be

deflected by the neighbouring

island of Lantau; the sea walls

should guard against the rest.

Gentler but more persistent

bad weather – the downpours

of the summer monsoon – is

also being taken into account.

A mat-like material called

geotextile is being laid across

the island to separate the rock

and sand layers. That will stop

sand

particles

from

being

washed into the rock voids, and

so causing further settlement.

This island is being built never

to be sunk.

---

Questions 1–5

Classify the following statements as applying to

A Chek Lap Kok airport only

B Kansai airport only

C Both airports

Write the appropriate letters A–C in boxes 1–5 on your answer sheet.

1

having an area of over 1000 hectares

2

built in a river delta

3

built in the open sea

4

built by reclaiming land

5

built using conventional methods of reclamation

Test 1

16

Example

Answer

built on a man-made island

C

---

Questions 6–9

Complete the labels on Diagram B below.

Choose your answers from the box below the diagram and write them in boxes 6–9 on your

answer sheet.

NB

There are more words/phrases than spaces, so you will not use them all.

Reading

17

DIAGRAM A

Cross-section of the original area around Chek Lap Kok before work began

DIAGRAM B

Cross-section of the same area at the time the article was written

Lam Chau

(granite)

Chek Lap Kok island

(granite)

Water

Mud

Water

(6)

(7)

(8)

(9)

granite

runways and taxiways

mud

water

terminal building site

stiff clay

sand

(6)

(8)

(9)

(7)

---

Questions 10–13

Complete the summary below.

Choose your answers from the box below the summary and write them in boxes 10–13 on your

answer sheet.

NB

There are more words than spaces, so you will not use them all.

The island will be partially protected from storms by … (10) … and

also by … (11) … . Further settlement caused by … (12) … will be

prevented by the use of … (13) … .

Test 1

18

Answer

When the new Chek Lap Kok airport has been completed,

the raised area and the … (Example) … will be removed.

motorway

construction workers

coastline

dump-trucks

geotextile

Lantau Island

motorway

rainfall

rock and sand

rock voids

sea walls

typhoons

---

R E A D I N G   PA S S AG E   2

You should spend about 20 minutes on Questions 14–27 which are based on Reading Passage 2

on the following pages.

Questions 14–18

Reading Passage 2 has six paragraphs A–F.

Choose the most suitable headings for paragraphs B–F from the list of headings below.

Write the appropriate numbers (i–ix) in boxes 14–18 on your answer sheet.

NB

There are more headings than paragraphs, so you will not use them all.

14

Paragraph B

15

Paragraph C

16

Paragraph D

17

Paragraph E

18

Paragraph F

Reading

19

Example

Answer

Paragraph A

v

List of Headings

i

Ottawa International Conference on

Health Promotion

ii

Holistic approach to health

iii

The primary importance of environmental

factors

iv

Healthy lifestyles approach to health

v

Changes in concepts of health in Western

society

vi

Prevention of diseases and illness

vii

Ottawa Charter for Health Promotion

viii

Definition of health in medical terms

ix

Socio-ecological view of health

---

Test 1

20

Changing our

Understanding of Health

A

The concept of health holds different meanings for different people and

groups. These meanings of health have also changed over time. This change

is no more evident than in Western society today, when notions of health and

health promotion are being challenged and expanded in new ways.

B

For much of recent Western history, health has been viewed in the physical

sense only. That is, good health has been connected to the smooth

mechanical operation of the body, while ill health has been attributed to a

breakdown in this machine. Health in this sense has been defined as the

absence of disease or illness and is seen in medical terms. According to this

view, creating health for people means providing medical care to treat or

prevent disease and illness. During this period, there was an emphasis on

providing clean water, improved sanitation and housing.

C

In the late 1940s the World Health Organisation challenged this physically and

medically oriented view of health. They stated that ‘health is a complete state

of physical, mental and social well-being and is not merely the absence of

disease’ (WHO, 1946). Health and the person were seen more holistically

(mind/body/spirit) and not just in physical terms.

D

The 1970s was a time of focusing on the prevention of disease and illness by

emphasising the importance of the lifestyle and behaviour of the individual.

Specific behaviours which were seen to increase risk of disease, such as

smoking, lack of fitness and unhealthy eating habits, were targeted. Creating

health meant providing not only medical health care, but health promotion

programs and policies which would help people maintain healthy behaviours

and lifestyles. While this individualistic healthy lifestyles approach to health

worked for some (the wealthy members of society), people experiencing

poverty, unemployment, underemployment or little control over the

conditions of their daily lives benefited little from this approach. This was

largely because both the healthy lifestyles approach and the medical

approach to health largely ignored the social and environmental conditions

affecting the health of people.

---

Reading

21

E

During the 1980s and 1990s there has been a growing swing away from

seeing lifestyle risks as the root cause of poor health. While lifestyle factors

still remain important, health is being viewed also in terms of the social,

economic and environmental contexts in which people live. This broad

approach to health is called the socio-ecological view of health. The broad

socio-ecological view of health was endorsed at the first International

Conference of Health Promotion held in 1986, Ottawa, Canada, where people

from 38 countries agreed and declared that:

The fundamental conditions and resources for health are

peace, shelter, education, food, a viable income, a stable

eco-system, sustainable resources, social justice and equity.

Improvement in health requires a secure foundation in

these basic requirements. (WHO, 1986)

It is clear from this statement that the creation of health is about much more

than encouraging healthy individual behaviours and lifestyles and providing

appropriate medical care. Therefore, the creation of health must include

addressing issues such as poverty, pollution, urbanisation, natural resource

depletion, social alienation and poor working conditions. The social, economic

and environmental contexts which contribute to the creation of health do not

operate separately or independently of each other. Rather, they are interacting

and interdependent, and it is the complex interrelationships between them

which determine the conditions that promote health. A broad socio-ecological

view of health suggests that the promotion of health must include a strong

social, economic and environmental focus.

F

At the Ottawa Conference in 1986, a charter was developed which outlined

new directions for health promotion based on the socio-ecological view of

health. This charter, known as the Ottawa Charter for Health Promotion,

remains as the backbone of health action today. In exploring the scope of

health promotion it states that:

Good health is a major resource for social, economic and

personal development and an important dimension of

quality of life. Political, economic, social, cultural,

environmental, behavioural and biological factors can all

favour health or be harmful to it. (WHO, 1986)

The Ottawa Charter brings practical meaning and action to this broad notion

of health promotion. It presents fundamental strategies and approaches in

achieving health for all. The overall philosophy of health promotion which

guides these fundamental strategies and approaches is one of ‘enabling

people to increase control over and to improve their health’ (WHO, 1986).

---

Questions 19–22

Using NO MORE THAN THREE WORDS from the passage, answer the following questions.

Write your answers in boxes 19–22 on your answer sheet.

19

In which year did the World Health Organisation define health in terms of mental,

physical and social well-being?

20

Which members of society benefited most from the healthy lifestyles approach to

health?

21

Name the three broad areas which relate to people’s health, according to the socio-

ecological view of health.

22

During which decade were lifestyle risks seen as the major contributors to poor health?

Questions 23–27

Do the following statements agree with the information in Reading Passage 2?

In boxes 23–27 on your answer sheet write

YES

if the statement agrees with the information

NO

if the statement contradicts the information

NOT GIVEN

if there is no information on this in the passsage

23

Doctors have been instrumental in improving living standards in Western society.

24

The approach to health during the 1970s included the introduction of health awareness

programs.

25

The socio-ecological view of health recognises that lifestyle habits and the provision of

adequate health care are critical factors governing health.

26

The principles of the Ottawa Charter are considered to be out of date in the 1990s.

27

In recent years a number of additional countries have subscribed to the Ottawa

Charter.

Test 1

22

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R E A D I N G   PA S S AG E   3

You should spend about 20 minutes on Questions 28–40 which are based on Reading Passage 3

below.

Reading

One

of

the

most

eminent

of

psychologists, Clark Hull, claimed that

the essence of reasoning lies in the

putting together of two ‘behaviour

segments’ in some novel way, never

actually performed before, so as to

reach a goal.

Two followers of Clark Hull, Howard

and Tracey Kendler, devised a test for

children that was explicitly based on

Clark Hull’s principles. The children

were given the task of learning to

operate a machine so as to get a toy. In

order to succeed they had to go through

a two-stage sequence. The children

were trained on each stage separately.

The stages consisted merely of pressing

the correct one of two buttons to get a

marble; and of inserting the marble into

a small hole to release the toy.

The Kendlers found that the children

could learn the separate bits readily

enough. Given the task of getting a

marble by pressing the button they

could get the marble; given the task of

getting a toy when a marble was handed

to them, they could use the marble. (All

they had to do was put it in a hole.) But

they

did

not

for

the

most

part

‘integrate’,

to

use

the

Kendlers’

terminology. They did not press the

button to get the marble and then

proceed without further help to use the

marble to get the toy. So the Kendlers

concluded that they were incapable of

deductive reasoning.

The mystery at first appears to

deepen when we learn, from another

psychologist, Michael Cole, and his

colleagues, that adults in an African

culture

apparently

cannot

do

the

Kendlers’ task either. But it lessens, on

the other hand, when we learn that a

task was devised which was strictly

analogous to the Kendlers’ one but

much easier for the African males to

handle.

Instead

of

the

button-pressing

machine, Cole used a locked box and

two differently coloured match-boxes,

one of which contained a key that

would open the box. Notice that there

are still two behaviour segments –

‘open the right match-box to get the key’

and ‘use the key to open the box’ – so

the task seems formally to be the same.

But psychologically it is quite different.

Now the subject is dealing not with a

strange machine but with familiar

meaningful objects; and it is clear to

him what he is meant to do. It then

turns

out

that

the

difficulty

of

‘integration’ is greatly reduced.

Recent work by Simon Hewson is of

great interest here for it shows that, for

young children, too, the difficulty lies

not in the inferential processes which

the task demands, but in certain

perplexing features of the apparatus

and the procedure. When these are

changed in ways which do not at all

affect the inferential nature of the

CHILDREN’S THINKING

23

---

Test 1

24

problem, then five-year-old children

solve the problem as well as college

students did in the Kendlers’ own

experiments.

Hewson made two crucial changes.

First, he replaced the button-pressing

mechanism in the side panels by

drawers in these panels which the child

could open and shut. This took away

the mystery from the first stage of

training. Then he helped the child to

understand that there was no ‘magic’

about the specific marble which, during

the second stage of training, the

experimenter handed to him so that he

could pop it in the hole and get the

reward.

A child understands nothing, after

all, about how a marble put into a hole

can open a little door. How is he to

know that any other marble of similar

size will do just as well? Yet he must

assume that if he is to solve the

problem. Hewson made the functional

equivalence of different marbles clear

by playing a ‘swapping game’ with the

children.

The

two

modifications

together

produced a jump in success rates from

30 per cent to 90 per cent for five-year-

olds and from 35 per cent to 72.5 per

cent for four-year-olds. For three-year-

olds, for reasons that are still in need of

clarification, no improvement – rather a

slight drop in performance – resulted

from the change.

We

may

conclude,

then,

that

children experience very real difficulty

when

faced

with

the

Kendler

apparatus; but this difficulty cannot be

taken as proof that they are incapable of

deductive reasoning.

---

Questions 28–35

Classify the following descriptions as referring to

Clark Hull

CH

Howard and Tracey Kendler

HTK

Michael Cole and colleagues

MC

Simon Hewson

SH

Write the appropriate letters in boxes 28–35 on your answer sheet.

NB

You may use any answer more than once.

28

........ is cited as famous in the field of psychology.

29

........ demonstrated that the two-stage experiment involving button-pressing and

inserting a marble into a hole poses problems for certain adults as well as children.

30

........ devised an experiment that investigated deductive reasoning without the use of

any marbles.

31

........ appears to have proved that a change in the apparatus dramatically improves the

performance of children of certain ages.

32

........ used a machine to measure inductive reasoning that replaced button-pressing with

drawer-opening.

33

........ experimented with things that the subjects might have been expected to encounter

in everyday life, rather than with a machine.

34

........ compared the performance of five-year-olds with college students, using the same

apparatus with both sets of subjects.

35

........ is cited as having demonstrated that earlier experiments into children’s ability to

reason deductively may have led to the wrong conclusions.

Reading

25

---

Questions 36–40

Do the following statements agree with the information given in Reading Passage 3?

In boxes 36–40 on your answer sheet write

YES

if the statement agrees with the information

NO

if the statement contradicts the information

NOT GIVEN

if there is no information on this in the passage

36

Howard and Tracey Kendler studied under Clark Hull.

37

The Kendlers trained their subjects separately in the two stages of their experiment, but

not in how to integrate the two actions.

38

Michael Cole and his colleagues demonstrated that adult performance on inductive

reasoning tasks depends on features of the apparatus and procedure.

39

All Hewson’s experiments used marbles of the same size.

40

Hewson’s modifications resulted in a higher success rate for children of all ages.

Test 1

26